Journal of multilingual and multicultural development

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  Año 2026, Vol. 47, Número 5

  • Contested Languages: Theoretical advances and empirical explorations

    • Are Cantonese (Yue) and Hokkien (Southern Min) contested languages? Language planning and language attitudes in China and Malaysia

      Paolo Coluzzi, Jinke Du, Wai Sheng Woo

      • Resumen

      págs. 2659-2672

      

    • Ideological debates around the script of collateral languages: the case of Kashubian and Silesian in Poland

      Nicole Dołowy-Rybińska, Maciej Mętrak

      • Resumen

      págs. 2673-2686

      

    • Contested languages in the contemporary Italian press: an analysis of language ideology

      Francesco Screti

      • Resumen

      págs. 2687-2704

      

  • Regular Articles

    • Multilingual disciplinary literacies: exploring developmental patterns of science writing across secondary education

      Roberto Arias Hermoso, Ainara Imaz Agirre, Eneritz Garro Larrañaga

      • Resumen

      págs. 2705-2723

      

    • Heritage language performance and identity manifestation of 1.5 generation Chinese Australians: age of migration perspective

      Yining Wang, Linlin Jia

      • Resumen

      págs. 2724-2748

      

    • Exploring differences between mothers’ and fathers’ language attitudes in multilingual London

      Anna Caunt, Caroline Floccia, Rana Abu-Zhaya

      • Resumen

      págs. 2749-2771

      

    • Hope amid uncertainty: exploring the validity of the State Hope Scale in post-migration adult language learning

      Cecilia Thorsen, Alastair Henry

      • Resumen

      págs. 2772-2787

      

    • Supporting young children's minoritized languages in a community setting: insights from community-based participatory research

      Andrea A. N. MacLeod, Catrine Demers, Yvonne Chiu, Negin Yousefi, Naheed Mukhi, Tigist Dafla, Tsedale Aregawi

      • Resumen

      págs. 2788-2801

      

    • Multilingual identity construction of college students: illuminating the agentive, intersectional experience

      Margaret Jeong, Roshni Bano, Minjung Ryu

      • Resumen

      págs. 2802-2818

      

    • Endorsing a Standard Language Ideology Complex moderates associations between LX use and proficiency among French learners in Canada

      Marina M Doucerain, Sarah Benkirane, Esteban Hernández-Rivera, Marco Senaldi, Debra Titone

      • Resumen

      págs. 2819-2835

      

    • The contribution of informal digital learning of English (IDLE) to achievement emotions and willingness to communicate: a cross-cultural investigation

      Minlin Zou, Mostafa Azari Noughabi, Maryam Sabouri, Linghua Zhou

      • Resumen

      págs. 2836-2854

      

    • The digital shift in parental strategies for heritage language maintenance

      Hanna I. Torsh

      • Resumen

      págs. 2855-2871

      

    • Understanding multilingual student motivation through ideal self and international posture: a study of simultaneous language learning university programmes in China

      Sirui Zhou, Yongyan Zheng, Sihan Zhou, Haiyun Gan

      • Resumen

      págs. 2872-2887

      

    • Hybrid professionalism: multilingual cosmopolitan identities of immigrant English teachers

      Nashid Nigar, Sender Dovchin, Rachel Wilson, Alex Kostogriz

      • Resumen

      págs. 2888-2905

      

    • Social and child-driven factors and actors influencing family language policy and heritage language maintenance

      Claudia Borghetti, Martina Cangelosi, Paola Bonifacci

      • Resumen

      págs. 2906-2922

      

    • Chinese international students' emotional experiences during their English-medium instruction programmes in Malaysia

      Fen Wei Chen

      • Resumen

      págs. 2923-2939

      

    • Elite multilingualism as family project: the central role of the family in the construction of elite multilingualism in England

      Marie Anne Mansfield

      • Resumen

      págs. 2940-2952

      

    • Exploring pre-service early childhood teachers’ translanguaging perceptions in an EFL context: insights from a workshop

      Muhammet Yaşar Yüzlü

      • Resumen

      págs. 2953-2968

      

    • ‘Proud to be a native speaker, but challenged by the role’: transnational monolingual English-L1 teachers’ professional identity construction in Germany

      Xiao Zhang

      • Resumen

      págs. 2969-2982

      

    • Using a funds of knowledge approach to support refugee children in Malaysia

      Ivy Chan, Peter Teo

      • Resumen

      págs. 2983-2998

      

    • Transcultural Zen: multisensory linguistic landscape of two hotels in Shanghai

      Jian Li, Jingxi Zhang, Wenjing Gong, Ke Zhao

      • Resumen

      págs. 2999-3018

      

    • Policy in name only: explaining the failure to generate political priority for L1-based multilingual education in Kenya

      T. J. D’Agostino, Erina Iwasaki, Jane Oduor, Barbara Trudell, Hellen Inyega

      • Resumen

      págs. 3019-3039

      

    • Unveiling multilingual English learners’ perceptions about language-specific adversities and sufferings and their associated regulatory strategies: an existential positive psychology (EPP) perspective

      Ali Derakhshan, Peter MacIntyre

      • Resumen

      págs. 3040-3055

      

    • Negotiating harmony in a bilingual family: a case study of language practice in a Chinese multigenerational household

      Ziqing Gong, Lin Pan, Yonghou Liu

      • Resumen

      págs. 3056-3070

      

    • Emotional factors underlying Iranian and Saudi bilingual English learners’ well-being: exploring the role of hope and enjoyment

      Ali Derakhshan, Fakieh Alrabai

      • Resumen

      págs. 3071-3087

      

    • Bridging global and local: exploring glocal learning contexts in an adult ESL classroom

      Mengxi Tian

      • Resumen

      págs. 3088-3114

      

    • Language choices in parent-child interactions in Maghreb and Turkish immigrant families, a study in five European countries

      Ryanne Francot, Martine Broekhuizen, Elma Blom, Paul P. M. Leseman

      • Resumen

      págs. 3115-3136

      

    • Conceptualising a continuum of plurilingual family language policy: a systematic literature review

      Muhammad Iqwan Sanjani, Rosalin Gusdian, Nina Inayati, Aniko Hatoss

      • Resumen

      págs. 3137-3153

      

    • Intergenerational heritage language maintenance among the Hausa community in Saudi Arabia: comparing proficiency levels with subjective attitudes

      Morad Alsahafi

      • Resumen

      págs. 3154-3169

      

    • What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers

      Jieting Jerry Xin, Yuen Yi Lo

      • Resumen

      págs. 3170-3189